Psychological Stress and Its Relationship with Academic Burnout among University Students

Abstract

Objective: This study aimed to assess the level of psychological stress among university students and examine its relationship with academic burnout, while accounting for differences by gender, academic specialization, and university type (public or private). Methods and Materials: A descriptive-correlational design was adopted. The study population comprised undergraduate students from the University of Baghdad and Al-Salam University College during the 2023–2024 academic year. Using stratified random sampling, 550 students (280 females, 270 males) from the sciences and humanities were selected. Data were collected using the validated Psychological Stress Scale (30 items) and the Academic Burnout Scale, both reviewed by a panel of experts (80% agreement). Statistical analyses included descriptive statistics, Pearson correlation, t-tests, and regression analysis, using SPSS. Findings: University students reported high levels of psychological stress (M = 91.79, SD = 19.61), which was significantly above the hypothetical mean. A strong positive correlation (r = 0.617, p < 0.05) was found between psychological stress and academic burnout. No significant differences in stress and burnout levels were observed by gender or academic specialization. However, significant differences were found by study type, with public university students reporting higher stress and burnout than their private university counterparts. Conclusion: Psychological stress is a prevalent issue among university students and is significantly associated with academic burnout. Addressing stress through targeted interventions—such as resilience training, stress management workshops, and improved academic support—could help mitigate burnout and enhance student well-being.